Registry
Module Specifications
Archived Version 2021 - 2022
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Description This module introduces students to key ideas about young children’s mathematical development and about learning and teaching early childhood mathematics from infancy. Students will develop a critical awareness of a range of historical and current national and international perspectives on policy on early mathematical development and learning. The mathematical potential in the everyday activity of infants, toddlers and young children both at home and in the preschool is emphasised. Students are encouraged to recognise the mathematics in children’s engagement with their world. Theory and research about the development of a range of concepts are studied are analysed. Recommendations regarding the provision of high quality mathematics education for 3-6 year old children, along with general pedagogical guidance provided in e.g. Aistear, provide a starting point for discussion of pedagogy. The roles of play, playful pedagogies and talk and discussion are identified as key supports for all children’s early mathematical development. Number sense and positive dispositions towards mathematics are presented as key foci. | |||||||||||||||||||||||||||||||||||||
Learning Outcomes 1. Evaluate the potential of both child-initiated and adult-initiated opportunities for mathematical learning and development in everyday activities in early education settings 2. Interpret children’s mathematical behaviours and thinking in relation to key theories and research findings 3. Identify key resources, including digital resources, for supporting early mathematics learning 4. Design, plan and implement a range of appropriate mathematical learning experiences for young children in early education settings 5. Conduct and analyse multi-modal mathematical conversations with young children 6. Explain the importance of talk and discussion for promoting and assessing mathematical learning and development | |||||||||||||||||||||||||||||||||||||
All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml |
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Indicative Content and
Learning Activities 1• Learning mathematics in early childhood: How? Why? What?2• The importance of developing all young children’s mathematical disposition3• Creative and playful approaches to engaging all young children in mathematical thinking and talking and in mathematizing their everyday experiences and activities.4• The progression of mathematical ideas in early childhood: Research on developmental progressions and how they might contribute to ideas about learning and teaching early mathematics5• The assessment of early mathematics6• Numbers: Counting, concepts, calculating and problem solving7• Recognising and promoting young children’s number sense8• Measure9• Patterns10• Shape and space11• Classifying, sorting , organising and presenting mathematical information12• Supporting the development of mathematical representation, abstract though and mathematical thinking and communication processes in early education settings13• Recommendations for high quality early childhood mathematics education14• Working with parents on issues related to early mathematical learning and development and how that can be supported in everyday activity in the home and the community. | |||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources 39308, Podcast, Dunphy, E., 2014, Using Play in Preschool Settings to think and Talk about Measure Access, http://action.ncca.ie/resource/Aistear-themes-Exploring-and-Thinking/40, 39309, Podcast, Dunphy, E., 2014, Using Books in Preschool Settings to think and Talk about Measure Access, http://action.ncca.ie/resource/Aistear-themes-Exploring-and-Thinking/40, 0, Website, 0, Aistear, http://www.ncca.ie/en/Curriculum_and_Assessment/Early_Childhood_and_Primary_Education/Early_Childhood_Education/Aistear_Toolkit/Aistear_Toolkit.html, 39311, DVD, 2010, The young child and mathematics (2nd. ed.). Washington, DC: NAEYC/NCTM. Accompanying DVD: Mathematics in action: Teaching and learning. Section 4: Assessing young children’s development and learning of mathematics., | |||||||||||||||||||||||||||||||||||||
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